16–26 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Holds cup with both hands and drinks without much spilling.
Observe whether the child: holds cup with both hands and drinks without much spilling.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
The child attempts to hold the cup with both hands and brings it to the mouth, but drinking is messy or inconsistent. They may need adult prompting to tilt slowly or to pause between sips.
What you might see
When given an open cup, the child grips briefly then drops or tips it, spilling a large amount before any successful sip.
The child brings the cup to the mouth but tips too far and liquid runs down chin/clothes immediately.
The child needs an adult to hold or steady the cup for them to take a drink.
The child holds the cup with two hands and gets a sip, but spills noticeably on most attempts.
With adult coaching (‘tiny tip’), the child slows the tilt and drinks a little more successfully, but not consistently.
The child drinks better when the adult partially fills the cup; a fuller cup leads to frequent spills.
Expected
On track
The child holds the cup with both hands and can take several sips with only occasional spills, especially when seated and calm. Spilling increases when excited, distracted, or when the cup is fuller.
What you might see
At the table, the child lifts the cup with both hands and takes 2–3 sips with only a small drip on the chin.
The child pauses between sips and adjusts the tilt after a small spill, then continues drinking.
The child can put the cup back on the table without tipping it over, though occasional wobble/spill happens.
Exceeding
Going further
The child drinks from an open cup with both hands with minimal spilling across snacks/meals and routines, adjusting the tilt and pace. They can set the cup down without knocking it over most of the time.
What you might see
Across snack times, the child routinely drinks from the cup with both hands and finishes with minimal spillage.
The child keeps the cup fairly level when moving it from table to mouth, and tilts gradually to drink.
After drinking, the child sets the cup down steadily and it remains upright without assistance.
The child carries the cup carefully to a chosen spot (e.g., table/sofa) and drinks without notable spills.
If the cup is very full, the child naturally takes smaller sips or slows the tilt to prevent spilling.
The child uses the skill in varied contexts (picnic, garden) and still drinks neatly with both hands.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At snack time, offer a small amount of water in an open cup; notice whether your child uses two hands and tilts slowly to drink.
During a meal, watch whether your child can take several sips and then place the cup back on the table without tipping it over.
Try the same cup in a different context (e.g., outdoors picnic); does your child still drink with minimal spilling?
Offer the cup when your child is excited (after play); observe whether spilling increases or they can still control the tilt.
During pretend play (tea set), see whether your child can bring a cup to the mouth and ‘drink’ without sloshing/spilling when there is liquid.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Department for Education (DfE). (2012). Development Matters in the Early Years Foundation Stage (EYFS).
EYFS specifies open-cup drinking with minimal spilling as an observable self-care behaviour within 16–26 months.
Other sources
Bayley, N. (2006). Bayley Scales of Infant and Toddler Development (3rd ed.). Harcourt Assessment, San Antonio.
Standardised developmental assessment frameworks commonly include age-linked functional motor/adaptive behaviours such as self-feeding and drinking skills.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
The child cannot reliably hold an open cup with two hands to drink; an adult needs to hold the cup or the child spills most of the drink. They tip the cup suddenly or cannot coordinate cup-to-mouth without dribbling.
When given an open cup, the child grips briefly then drops or tips it, spilling a large amount before any successful sip.
The child brings the cup to the mouth but tips too far and liquid runs down chin/clothes immediately.
The child needs an adult to hold or steady the cup for them to take a drink.
Emerging
The child attempts to hold the cup with both hands and brings it to the mouth, but drinking is messy or inconsistent. They may need adult prompting to tilt slowly or to pause between sips.
The child holds the cup with two hands and gets a sip, but spills noticeably on most attempts.
With adult coaching (‘tiny tip’), the child slows the tilt and drinks a little more successfully, but not consistently.
The child drinks better when the adult partially fills the cup; a fuller cup leads to frequent spills.
Developing
The child holds the cup with both hands and can take several sips with only occasional spills, especially when seated and calm. Spilling increases when excited, distracted, or when the cup is fuller.
At the table, the child lifts the cup with both hands and takes 2–3 sips with only a small drip on the chin.
The child pauses between sips and adjusts the tilt after a small spill, then continues drinking.
The child can put the cup back on the table without tipping it over, though occasional wobble/spill happens.
Secure
The child drinks from an open cup with both hands with minimal spilling across snacks/meals and routines, adjusting the tilt and pace. They can set the cup down without knocking it over most of the time.
Across snack times, the child routinely drinks from the cup with both hands and finishes with minimal spillage.
The child keeps the cup fairly level when moving it from table to mouth, and tilts gradually to drink.
After drinking, the child sets the cup down steadily and it remains upright without assistance.
Reflexive
The child manages the cup proactively: carries it carefully, slows down if it is full, and drinks with minimal spilling even with mild distractions. They may remind themselves/others to be careful or choose a smaller fill to avoid spills.
The child carries the cup carefully to a chosen spot (e.g., table/sofa) and drinks without notable spills.
If the cup is very full, the child naturally takes smaller sips or slows the tilt to prevent spilling.
The child uses the skill in varied contexts (picnic, garden) and still drinks neatly with both hands.
